An Evaluation of the Quality of Research on Evidence-Based Practices for Daily Living Skills for Individuals with Autism Spectrum Disorder / Ee Rea HONG in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2792-2815 Titre : An Evaluation of the Quality of Research on Evidence-Based Practices for Daily Living Skills for Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Jennifer NINCI, Auteur ; Leslie NEELY, Auteur ; Whitney GILLILAND, Auteur ; Margot B. BOLES, Auteur Article en page(s) : p.2792-2815 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Adaptive behavior skills  Daily living skills  Independent living skills  Video modeling  In vivo behavioral intervention  Single-case research  Single-subject research  Systematic literature review  What Works Clearinghouse Index. décimale : PER Périodiques Résumé : This study presents a literature review of interventions for improving daily living skills of individuals with ASD. This review investigated the quality of the design and evidence of the literature base and determined the state of the evidence base related to interventions for improving daily living skills of individuals with ASD. Included studies were evaluated to determine the overall quality of the evidence for each design within each article, based on the What Works Clearinghouse standards for single-case experimental design (Kratochwill et al. 2010), adapted by Maggin et al. (Remedial Spec Educ 34(1):44–58, 2013. doi:10.1177/0741932511435176). As a result, video modeling was found to be an evidence-based practice. Limitations and implications for future research and for practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2444-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] An Evaluation of the Quality of Research on Evidence-Based Practices for Daily Living Skills for Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Jennifer NINCI, Auteur ; Leslie NEELY, Auteur ; Whitney GILLILAND, Auteur ; Margot B. BOLES, Auteur . - p.2792-2815. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2792-2815 Mots-clés : Autism spectrum disorder (ASD)  Adaptive behavior skills  Daily living skills  Independent living skills  Video modeling  In vivo behavioral intervention  Single-case research  Single-subject research  Systematic literature review  What Works Clearinghouse Index. décimale : PER Périodiques Résumé : This study presents a literature review of interventions for improving daily living skills of individuals with ASD. This review investigated the quality of the design and evidence of the literature base and determined the state of the evidence base related to interventions for improving daily living skills of individuals with ASD. Included studies were evaluated to determine the overall quality of the evidence for each design within each article, based on the What Works Clearinghouse standards for single-case experimental design (Kratochwill et al. 2010), adapted by Maggin et al. (Remedial Spec Educ 34(1):44–58, 2013. doi:10.1177/0741932511435176). As a result, video modeling was found to be an evidence-based practice. Limitations and implications for future research and for practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2444-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Efficacy of Handheld Electronic Visual Supports to Enhance Vocabulary in Children With ASD / Jennifer B. GANZ in Focus on Autism and Other Developmental Disabilities, 29-1 (March 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.3-12 Titre : Efficacy of Handheld Electronic Visual Supports to Enhance Vocabulary in Children With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Margot B. BOLES, Auteur ; Fara D. GOODWYN, Auteur ; Margaret M. FLORES, Auteur Article en page(s) : p.3-12 Langues : Anglais (eng) Mots-clés : iPad®  handheld computer  autism  communication  vocabulary  intervention Index. décimale : PER Périodiques Résumé : Although electronic tools such as handheld computers have become increasingly common throughout society, implementation of such tools to improve skills in individuals with intellectual and developmental disabilities has lagged in the professional literature. However, the use of visual scripts for individuals with disabilities, particularly those with autism spectrum disorders, has been demonstrated to be effective, though frequently in static formats. Thus, this study involved the implementation of an alternating-treatment design to investigate the effects of tablet computer-based visual scripts on vocabulary use in three 8- to 14-year-old children with autism. Results indicated that all the participants showed increased use of verbs or nouns with the treatment materials, all the participants required less invasive prompts as the project progressed, and one participant had mixed results in the spontaneous use of nouns, increasing in their use in treatment and nontreatment conditions. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Efficacy of Handheld Electronic Visual Supports to Enhance Vocabulary in Children With ASD [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Margot B. BOLES, Auteur ; Fara D. GOODWYN, Auteur ; Margaret M. FLORES, Auteur . - p.3-12. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.3-12 Mots-clés : iPad®  handheld computer  autism  communication  vocabulary  intervention Index. décimale : PER Périodiques Résumé : Although electronic tools such as handheld computers have become increasingly common throughout society, implementation of such tools to improve skills in individuals with intellectual and developmental disabilities has lagged in the professional literature. However, the use of visual scripts for individuals with disabilities, particularly those with autism spectrum disorders, has been demonstrated to be effective, though frequently in static formats. Thus, this study involved the implementation of an alternating-treatment design to investigate the effects of tablet computer-based visual scripts on vocabulary use in three 8- to 14-year-old children with autism. Results indicated that all the participants showed increased use of verbs or nouns with the treatment materials, all the participants required less invasive prompts as the project progressed, and one participant had mixed results in the spontaneous use of nouns, increasing in their use in treatment and nontreatment conditions. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism / Leslie NEELY in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516 Titre : The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur Article en page(s) : p.509-516 Langues : Anglais (eng) Mots-clés : iPad®  Autism spectrum disorder  Challenging behavior  Academic demand Index. décimale : PER Périodiques Résumé : iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism [Texte imprimé et/ou numérique] / Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur . - p.509-516. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516 Mots-clés : iPad®  Autism spectrum disorder  Challenging behavior  Academic demand Index. décimale : PER Périodiques Résumé : iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Video-based modeling: Differential effects due to treatment protocol / Rose A. MASON in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31 Titre : Video-based modeling: Differential effects due to treatment protocol Type de document : Texte imprimé et/ou numérique Auteurs : Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2013 Article en page(s) : p.120-31 Langues : Anglais (eng) Mots-clés : Video modeling  Special education  Developmental disabilities  Autism spectrum disorders  Meta-analysis  Improvement rate difference  Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Video-based modeling: Differential effects due to treatment protocol [Texte imprimé et/ou numérique] / Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur . - 2013 . - p.120-31. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31 Mots-clés : Video modeling  Special education  Developmental disabilities  Autism spectrum disorders  Meta-analysis  Improvement rate difference  Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

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